Early Behavioral Inhibition and Emotion Regulation: Pathways Toward Social Competence in Middle Childhood

被引：56

作者：

Penela, Elizabeth C. ^{[1
]}

Walker, Olga L. ^{[2
]}

Degnan, Kathryn A. ^{[2
]}

Fox, Nathan A. ^{[2
]}

Henderson, Heather A. ^{[3
]}

机构：

[1] Univ Miami, Coral Gables, FL 33124 USA

[2] Univ Maryland, College Pk, MD USA

[3] Univ Waterloo, Waterloo, ON N2L 3G1, Canada

来源：

CHILD DEVELOPMENT | 2015年 / 86卷 / 04期

基金：

美国国家卫生研究院;

关键词：

REGULATION STRATEGIES; ANXIETY DISORDER; TEMPERAMENT; REACTIVITY; PREDICTORS; PRESCHOOLERS; PEERS; CONSEQUENCES; TRAJECTORIES; DISTRESS;

D O I：

10.1111/cdev.12384

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

This study examined emotion regulation (ER) as a mediator in the relation between early behavioral inhibition (BI) and later social competence (N=257), and whether this mediation varied depending on BI levels. Maternal report and observational measures were used to assess BI (ages 2 and 3). Children's ER strategies (age 5) and social competence with an unfamiliar peer (age 7) were measured using observational measures. Results showed that BI predicted less engaged ER strategies during a disappointment task, and engaged ER predicted higher social competence. Engaged ER mediated the effect of BI on social competence, but only for highly inhibited children. Findings elucidate developmental trajectories of risk and resilience, and suggest targeting regulatory strategies in early prevention efforts with highly inhibited children.

引用

页码：1227 / 1240

页数：14

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